Rebuilding with a heart: architecture roles in post-disaster psychosocial interventions

The presented paper focuses on the role of architecture in post-disaster humanitarian efforts particularly on the return to normalcy and sustainable recovery. Two major approaches were introduce, ‘Architecture of empowerment’ and ‘Strengths-based approach’ to analyze two cases of post disaster rebuilding projects employed in Batug, Leyte Philippines after super-typhoon Haiyan. The objective of the paper was to formulate a framework for post-disaster humanitarian efforts in order to achieve sustainable recovery. Another objective was to look at the interrelationship of the humanitarian architecture and psychosocial intervention or the journey to normalcy. Key Informant Interviews with locals, observers and participants of the shelter project, were used to gather information for both projects. Qualitative analysis and descriptive method were used for the interpretation the gathered data. In the end, a framework was formulated which points out that the integration with the roles of humanitarian architecture ( provider, supporter and catalyst) with strength-based approaches in post-disaster efforts factors of resources, competencies and sustainable recovery and the interplay of all these factors are the vital elements in order to have successful rebuilding projects after disasters

Teaching Practices in Secondary Schools’ Online Learning during Pandemic Times

The COVID 19 pandemic challenges the economy as well as education. Teachers have to be creative and innovative in their strategies as they migrate from face-to-face to online. Practices need to be adaptive to a situation where the students become anxious and stressful because of the sudden shift. This study investigated practices in teaching online classes. Descriptive and inferential statistics like MANOVA, ANOVA and LSD Post Hoc Test were used to analyze the responses from 159 respondents. Results showed that teachers used emotionally-related teaching practices such as mindfulness of the learners’ feelings and responses, positive attitude towards the learners, availability of the teachers when students needed help, and provision of avenues for student consultation. These teaching practices significantly differ in terms of the school. Practices in the use of interactive tools, games, physical exercises at certain times during online learning, cracking jokes and using humor during online classes had also significantly vary for each school. Teaching practices during the pandemic times solely depend on the capability of the school, teachers’ knowledge on technology, and maturity and experiences of teachers. Keywords: Online Learning, Teaching Practices, Pandemic, Secondary Schools DOI: 10.7176/JEP/12-36-03 Publication date: December 31st 202